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The Cornerstones Lesson Guide suggests instructional practices that will help students benefit the most from a Cornerstones teaching unit. This supplement explains the terms used in the Guide.
Read Aloud/Think Aloud: Make Your Thinking Visible Comprehension Questions Shared Reading and Guided Reading Story Grammar Writing Build Word Knowledge Teach Words Conceptually Classroom Visual Aids
The Cornerstones Lesson Guide recommends daily reading aloud, shared and/or guided reading, and independent reading. The purpose of read-aloud is to foster enjoyment of a story and comprehension on several levels. Shared reading and guided reading are ways that the teacher can give students practice and feedback as they learn decoding and comprehension strategies. At the other end of the reading continuum, students apply all that they know about reading when they read independently. The ideal combination of these approaches depends on the difficulty of the reading material and the reading skills of the students.
Comprehension Questions
Implicit in the think-aloud process is the use of questions. Ask the children openended questions that start with Why and How, as well as Who, What, Where, and Did/Do/Does. Encourage the children to ask their own questions, using a variety of question forms. There are three broad types of questions, and students should be exposed to all types:
1) The answer is explicit in the text. You ask, "What did the crow have in her beak?" The text says, "The crow had a piece of cheese in her beak." 2) The answer is implicit in the text and requires critical thinking. You ask, "Why did the crow drop the cheese?" The children need to think about what happened just before she dropped the cheese and what caused her to open her mouth. 3) The answer is not in the text but is in our experience. You ask, "How did the crow feel about losing her cheese?" The word "unfortunately" provides a clue. Also, maybe the children have lost something or had to give something up because they were tricked. They can remember how they felt or imagine how they would feel in such a situation.
Story Grammar
A Cornerstones unit is designed so that teachers and students study one aspect of story grammar in depth each day; for example, characters, setting, problem, solution, outcome. Knowing the common structure that most stories follow can help students remember the details of a story. Typically, the story takes place at a point in time and in a certain location (the setting), there are characters, a problem and response, a resolution and sometimes a moral. One graphical organizer that you can use to good effect is a five-pointed star (see Graphical Organizer Section).
Writing
Writing facilitates the development of reading and reading facilitates the development of writing. The Cornerstones Lesson Guide recommends that children write every day and suggests writing activities involving individual words, sentences, and longer pieces, according to the children's skills. When children write, they engage with words and ideas and explore new meanings they communicate. With pencil in hand, children can ponder an idea, change their mind, and devote time to expressing themselves clearly. Writing is a tangible way for a 2
child to demonstrate to teachers and peers what he or she knows. For children who are not fluent with English, it is also a critical window by which the teacher can glimpse gaps in knowledge or understanding. It is important for you, the teacher, to model what you do when you write. Use shared and guided writing (which follow the same principles as shared and guided reading) and independent writing. Give children feedback on their writing. Feedback sessions should be interactive so that children learn to evaluate their own writing and put themselves in the shoes of their readers. Don't overwhelm children; focus on some low-level skills, such as spelling, punctuation and grammar, as well as some high-level skills, such as organization, expressive language and clarity of ideas. Give them a chance to improve their skills, and let them know when their written work has gotten better. Writing templates are in the Activity Workbook of the Teacher Resources section on the Cornerstones Web site.
Generally, when teaching words through discussion, reading, writing, and handson experiences we recommend that you include the essential features of the a word as well as the variable features; give examples as well as non-examples; and demonstrate the word in appropriate contexts. For example, in the case of the word bird, all birds lay eggs, and have feathers, wings and a beak (except the beak on a duck is called a bill). Some birds fly. Other creatures besides birds have wings, lay eggs, and can fly. Dolphins have beaks. Feathers are unique to birds. Birds use their beaks for a wide variety of tasks, which is why they come in so many shapes and sizes. Beaks and mouths have many features in common and also many differences. Through in-depth discussions of such features, the conceptual field can grow.
Continuum
pretty
lovely
beautiful
gorgeous
bird
H-Chart
Ways to flatter me Things that do not flatter me
Tell me I am smart
Venn Diagram
Relationship Map
feathers fly
wings
Birds
types of birds are
swim
sing
a bluejay a swallow
a crow an owl
a woodpecker
Five-Pointed Star
Problem
Setting
Story grammar
Solution
Word Walls Students benefit from having word walls available to them for spontaneous writing, review and reinforcement. As with graphical organizers, you are constantly adding to it over time. You may be familiar with one type of word wall, a set of large charts that list words sorted by their initial letter, that is, a list of words that start with the letter a, words that start with b, et cetera. Word walls can also help children see print relationships among words, such as words with common spelling patterns, rhyming words, and words that have the same prefixes or suffixes. You can also use word walls for grammatical categories, such as a list of adjectives or verb types (regular verbs, that end in -ed, and irregular verbs). Other ideas include words that can be both nouns and verbs, and comparative and superlative adjectives (e.g., big, bigger, biggest). Charts and Posters Charts and posters are additional ways to expose your students to print and word relationships. They can be as simple as a list of things to do, classroom rules, the daily schedule, or a diagram with labels. They can be store-bought or classroomcreated. Some examples are color words, number words, a food pyramid chart, parts of a ________ , things found in a ________ , and types of letters and notes, with salutations and closings.